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A decade ago the Corporate Executive Board published a report detailing the findings of a study into the role managers can play in employee development. By almost any standards the sample in this study was large – 8,500 cases drawn from 14 organisations across six industries in nine countries.

In a recent webinar I discussed some very interesting data from the Corporate Leadership Council’s ‘Training Effectiveness Dashboard’ study with participants. The CEB study was particularly focused on ‘ network performance’ – the outcomes achieved with and through others.

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Formal learning’ suggests learning that is designed and directed by someone other than the learner as part of a curriculum, course, programme, module etc. The results of yet another 70:20:10 survey were published recently.

12 page bibliography with a wealth of references to supporting papers, books, articles, case studies and other material. They are finding it helps them extend the focus on learning out into the workflow.

One of the points I make is about the shift to highly contextual and modular learning: In the past people went to university, studied until they had a degree, then went to work and applied that knowledge. This context specific module is acquired just as we need it, ‘just in time’.

The Harvard case-study method was designed to allow emerging leaders opportunities to develop through the analysis of real organisations’ real problems. Virtually all of them are wrapped up in an ‘event’ concept – often called the course, workshop, programme (or program), module etc.

We measure how many people have attended a class or completed an eLearning module, or read a document or engaged in a job swap or in a coaching relationship. Attending a course or completing an eLearning module tells us little apart from the fact that some activity occurred.